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Artykuły w czasopismach na temat „ELT-learning-context”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Susilo, Nunung. "Kahoot Apps in ELT Context: An alternative Learning Strategy." ELSYA : Journal of English Language Studies 1, no. 1 (2019): 11–15. http://dx.doi.org/10.31849/elsya.v1i1.2488.

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This research was designed in descriptive qualitative research to ensure there are triangulations data regarding Kahoot apps in English Language Teaching (ELT) context. The data was collected from several related literature on the application of Kahoot online application in English classrooms including online forum. The analysis of the study sees teaching English using media such as Kahoot is one effective strategy that makes students enjoy the teaching and learning process around the globe. Many studies have proven the effectiveness of using video as a learning medium for students, especially

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Ouahani, Nasr-edine, and Mohsine Mahraj. "ChatGPT Application in ELT: the International Context, the Moroccan Context, and Future Prospects." Journal of English Language Teaching and Applied Linguistics 7, no. 1 (2025): 46–55. https://doi.org/10.32996/jeltal.2025.7.1.5.

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The use of artificial intelligence (AI) in educational contexts has gained momentum in the recent few years. Large language models produced by generative AI have permeated language teaching and learning practices. Substantial scholarly research has investigated and documented the various pedagogical benefits as well as the different challenges posed by ChatGPT when integrated into English Language Teaching (ELT). However, there is a scarcity of research in this area as far as Morocco is concerned. Following, the aim of this research paper is threefold: first, to examine the incorporation of Ch

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Uma, P. "Integrating Resilience Considerations into English Language Teaching in the Context of Climate Change." Shanlax International Journal of English 12, S1-Feb (2024): 5–11. http://dx.doi.org/10.34293/english.v12is1-feb.7404.

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This article explores the integration of resilience considerations into English Language Teaching (ELT) within the context of climate change. It emphasizes the critical intersection of ELT with climate change education and delineates strategies for incorporating resilience-focused approaches into language learning curricula. By examining the importance of resilience in addressing climate challenges, the article highlights key components and urgent calls for collective action. It delineates opportunities for integrating climate change topics into language learning, promoting critical thinking,

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Sam, D. Praveen, and R. Shalini. "Limitations and Advantages in Implementing MALL in the Tertiary ESL Classrooms: A Review." International Journal of Recent Technology and Engineering 9, no. 5 (2021): 27–32. http://dx.doi.org/10.35940/ijrte.e5097.019521.

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Technology-assisted facilities have taken English Language Teaching (ELT) to a different level where Computer Assisted Language Learning (CALL) has become an indispensable feature of leaning a language. Recently, in the current day context of ELT, both learners and teachers are experiencing a positive shift from CALL to another more efficient platform called Mobile Assisted Language Learning (MALL). This paper explores the fundamentals of MALL and its application in ELT. Moreover, it sheds light on the various advantages and limitations in implementing MALL devices like mobile phones, smartpho

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D, Praveen Sam, and Shalini R. "Limitations and Advantages in Implementing MALL in the Tertiary ESL Classrooms: A Review." International Journal of Recent Technology and Engineering (IJRTE) 9, no. 5 (2021): 27–32. https://doi.org/10.35940/ijrte.E5097.019521.

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<strong>ABSTRACT:</strong> Technology-assisted facilities have taken English Language Teaching (ELT) to a different level where Computer Assisted Language Learning (CALL) has become an indispensable feature of leaning a language. Recently, in the current day context of ELT, both learners and teachers are experiencing a positive shift from CALL to another more efficient platform called Mobile Assisted Language Learning (MALL). This paper explores the fundamentals of MALL and its application in ELT. Moreover, it sheds light on the various advantages and limitations in implementing MALL devices l

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Asmawati, Asmawati, Fithrah Nurul Hidayah, Hafez Al Assad, Sholihatul Hamidah Daulay, and Maslathif Dwi Purnomo. "Language Dilemmas in the EFL Class: Historical and Political Factors." SAGA: Journal of English Language Teaching and Applied Linguistics 5, no. 2 (2024): 149–60. http://dx.doi.org/10.21460/saga.2024.52.197.

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This research explains the complex and many-sided landscape of English language teaching (ELT) and how historical and political contexts influence it. By acknowledging the deep roots of ELT, this research highlights the importance of understanding the challenges and opportunities faced in teaching and learning English in various contexts. The authors conducted extensive library research to gather data and insights into the complexities of language learning in the EFL context, providing valuable solutions for addressing these challenges. Moreover, the article offers a historical review of the D

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Paschal, Mahona Joseph, and Saman Ange-Michel Gougou. "Promoting 21st Century Skills in English Language Teaching: A Pedagogical Transformation in Ivory Coast." Global Journal of Educational Studies 8, no. 2 (2022): 50. http://dx.doi.org/10.5296/gjes.v8i2.20333.

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This study intended to understand English teachers’ educators’ experiences through 21st century skills in English Language Teaching (ELT) for a pedagogical transformation. In the world, many teaching challenges that negatively affect the English Language Teaching (ELT) effectiveness could be teaching approach, class size, technology integration, multilingualism, teaching resources, opportunities of practices and the like. Thus, the integration of the 21st century skills encounter some contextual challenges. The study used qualitative approach and a case study design to investigate the experien

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Li, Yaxiong, Ramiza Haji Darmi, and Yap Ngee Thai. "Systematic Literature Review on Evaluation of English Language Textbooks: A Decade of Research." World Journal of English Language 15, no. 3 (2024): 65. https://doi.org/10.5430/wjel.v15n3p65.

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Textbooks, essential for teaching and learning, have become a burgeoning research subject in education. However, textbook evaluation has not garnered adequate attention in the context of English Language Teaching (ELT). This hinders the identification of key characteristics, focused learning themes, and gaps encountered within the EFL/ESL educational landscape. This systematic literature review, employing the ROSES framework, explores key characteristics and learning themes within English language textbook evaluation in the ELT context, identifying suggestions for future evaluations. The revie

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Koritarov, Todor. "APPLYING EXPERIENTIAL LEARNING THEORY IN SEAFARER TRAINING FOR EFFECTIVE CRISIS MANAGEMENT." е-journal "Maritime Law and Industry", no. 2 (November 7, 2024): 315–31. https://doi.org/10.5281/zenodo.14356033.

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Theoretical frameworks such as Experiential Learning Theory (ELT) have the potential to significantly enhance maritime education, particularly in the context of crisis management training. This research examines the effective implementation of ELT, emphasizing the necessity of integrating practical experience with theoretical knowledge to equip seafarers with the skills to navigate complex challenges in crisis situations. Methodologies such as simulation-based learning, project-based approaches, and immersive technologies facilitate the acquisition of decision-making skills through the provisi

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Syafruddin, Syafruddin, Sari Hidayati, and Anita Triastuti. "A Systematic Literature Review: The Trends and Challenges of AI (Chat GPT) for Reading Skills in ELT/L using The HHH Framework." Indonesian Journal of Integrated English Language Teaching 11, no. 1 (2025): 32. https://doi.org/10.24014/ijielt.v11i1.36613.

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This study highlights the role of Artificial Intelligence (AI), particularly ChatGPT, in supporting the teaching of reading skills within the context of English Language Teaching and Learning (ELT/L). The primary focus of this research is on how the Helpful, Honest, Harmless (HHH) framework can be utilized to evaluate the trends and challenges of using AI in reading instruction. Based on a literature analysis, AI, especially ChatGPT, demonstrates significant potential to enhance reading skills through personalized learning approaches, active interaction, and immediate feedback. However, challe

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Isaee, Hossein, and Hamed Barjesteh. "A road map to engage online EFL and ESL learners: A book review in focus." Forum for Education Studies 2, no. 3 (2024): 1395. http://dx.doi.org/10.59400/fes.v2i3.1395.

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The outbreak of Coronavirus in 2020 posed a significant challenge for English Language Teaching (ELT) instructors, who were obliged to transform their face-to-face classes into virtual and online ones overnight. In this new, unfamiliar context, it was crucial to keep students constantly engaged, motivated, and interested in learning. Nonetheless, rather than merely taking into account the pessimistic facets of this paradigm shift, many scholars and experts tried to concentrate on the chances that remote/online context presents for language learning and teaching communities. In effect, “Engagin

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Budiarta, I. Komang, and Ni Wayan Krismayani. "Post-Pandemic Shifts in English Language Teaching: Challenges and Perceptions in Online Learning Environments." Voices of English Language Education Society 8, no. 1 (2024): 241–52. http://dx.doi.org/10.29408/veles.v8i1.25678.

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Online learning has significantly transformed lecturers' methodologies and students' learning experiences in English Language Teaching (ELT). This qualitative case study explores the perceptions and challenges of online ELT in the post-pandemic context, aiming to inform the design of effective future online learning environments. Data were gathered through document analysis, unstructured questionnaires, and semi-structured interviews with six lecturers and ninety students from the English Language Education Study Program at Universitas Mahasaraswati Denpasar. Findings indicate that online ELT

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Tamunobelema, Isaac, and Joseph Onyema Ahaotu. "Towards a Research Agenda on Individual Differences in ELT in Nigeria." Journal of Gender and Power 14, no. 2 (2020): 67–83. http://dx.doi.org/10.2478/jgp-2020-0014.

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Abstract There are a variety of individual differences that English language teaching (ELT) professionals cannot afford to ignore. This essay is based on a premise that teaching and learning English in Nigeria’s multilingual background of 526 languages (Ethnologue, 2018) present an extraordinary context of multiculturalism and individual differences in the language classroom. ELT professionals in such a context require significant expertise in the application of inclusive practices. The essay identified gaps in the praxis and policy dimensions of Nigerian ELT practice relating to individual di

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Ghanbari, Abolfazl, and Fatemeh Zare. "The Effectiveness of Mentoring in ELT Context." Studies in Educational Management 2 (March 10, 2019): 1–19. https://doi.org/10.32038/SEM.2019.02.01.

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The teachers, in their beginning stages of learning, about teaching strategies and meeting students’ learning needs, require more practical ideas on how to choose and behave effectively to be a successful teacher. Accordingly, the purpose of this study was to investigate the effectiveness of mentoring, as a tool for aiding teachers’ development, and teacher’s portfolio assessment of the teaching skills of Iranian ELT teachers. Classroom observation via a checklist as well as an interview was used to examine the effectiveness of mentoring in Iranian ELT context. The findings i

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Husnawadi, Husnawadi, and Nanang Sugianto. "Facebook: An Effective WEB 2.0 Technology for Blended EFL Classrooms in Indonesia." EDULANGUE 1, no. 1 (2018): 67–86. http://dx.doi.org/10.20414/edulangue.v1i1.196.

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The 21st century learning has been a landmark in the use of digital technologies that serve pedagogical purposes, which includes the proliferating use of blended learning (Henceforth BL). A mixture of face-to-face (FTF) and online learning (Internet Synchronous and Asynchronous media), BL strategy has gained its popularity in the sphere of English language teaching (Hereafter ELT) due to its effectiveness in promoting learners’ language proficiency. However, the discussion on the extent to which e-learning mode plays role in English as a foreign language (Henceforth EFL) classrooms, particular

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Jasmine, Malihah Putri, Sary Silvhiany, and Rita Inderawati. "Exploring Young Learners’ Needs in Multimodal Text Design for Integrating Sustainable Education into ELT." Journal of Languages and Language Teaching 13, no. 2 (2025): 785. https://doi.org/10.33394/jollt.v13i2.13775.

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This study investigates the integration of sustainable education into English Language Teaching (ELT) for fifth-grade students at SDN 115 Palembang. As sustainable development gains global urgency, education plays a crucial role in fostering environmental awareness among young learners. However, limited resources integrating climate change topics into ELT highlight a significant research gap. In this context, multimodal texts-combining text, visual, audio and interactive elements-are a solution as an effective and interesting learning media. This research focuses on conducting a needs analysis

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Jonathan, Leong Y., and Ma Nang Laik. "Using Experiential Learning Theory to Improve Teaching and Learning in Higher Education." European Journal of Social Science Education and Research 6, no. 1 (2019): 123. http://dx.doi.org/10.26417/ejser.v6i1.p123-132.

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The importance of skills has been expounded repeatedly as a crucial factor to thrive in the workplace, as opposed to mere knowledge of content. It is important to be able to adapt to new situations; this is especially true in today’s world, where volatility, uncertainty, complexity, and ambiguity (VUCA) are prevalent. To better prepare undergraduates for entry to the workforce in such a tumultuous time, Experiential Learning Theory (ELT) can be employed in their programmes – for example, by using a computer simulation game called MonsoonSIM in a course on fundamentals of business modeling, or

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Padinjarekaithackal, Vinod Michael, and P. John Joseph Kennedy. "The Problems and Challenges to English Language Teaching in India: A Review using Schwab's 'Curriculum Commonplace' Framework." South India Journal of Social Sciences XXI, no. 7 (2023): 94–102. https://doi.org/10.5281/zenodo.15411707.

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This literature review investigates the problems and challenges in L2 teaching and learning in India in the last decade. Given the structure and diversity of the Indian education system, in-depth studies at the micro level and regular and continuous synthesis of data are required for a realistic understanding of the problems and challenges in ELT so that educators, policymakers and administrators can improve the quality of L2 teaching and learning. The two research questions posed were: What recurring challenges and problems in ELT in India are reported? And “What do these challenges and

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Dr., Lishanthi Wijewardene RWDNK Rajapakse. "From Impossible to Possible: A Research Review on the Effectiveness of Learning English online During the Pandemic at Tertiary Level in Sri Lanka." International Journal of Arts and Social Science 06, no. 02 (2023): 22–27. https://doi.org/10.5281/zenodo.7759506.

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The unexpected shift to online teaching from face-to-face was a noteworthy phenomenon to all students and teachers in Sri Lanka which affected English Language Teaching (ELT). However, e-learning commenced in Sri Lanka at the Open University of Sri Lanka, way before the COVI-19 pandemic emerged, where the first-year core course in English language regardless of the discipline has been a face-to-face delivery. The traditional face-to-face mode of lecture delivery unexpectedly shifted to online since 2020 due to COVID19 which resulted in the temporary closure of the physical delivery of all univ

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Lito, Leovigildo. "ELT in Both Private and Public Higher Education Institutions (HEIs): An Approach to New Normal Pedagogy of Teaching." European Journal of English Language Studies 1, no. 1 (2021): 1–14. http://dx.doi.org/10.12973/ejels.1.1.1.

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<p style="text-align: justify;">The study aims to analyze the different approaches to ELT in the new normal for both private and public Higher Education Institutions (HEIs) as the basis for teaching pedagogy in terms of the trend in teaching, syllabus utilization, materials, and resources, activities in learning, and competency learning. The study comprised thirty-nine (39) respondents only which employs the descriptive quantitative research design and random sampling. Results show that trend in teaching context based and content instruction on the English language as the medium of teach

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Sharma, Dhirendra Prasad. "An Overview on ELT Scenario in Surkhet." Journal of NELTA Surkhet 4 (July 4, 2015): 41–47. http://dx.doi.org/10.3126/jns.v4i0.12859.

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The main purpose of this article is to analyze the ELT scenario of community based schools in Surkhet district. This paper, presents an introduction of ELT curriculum of English in school level, current status of ELT achievement in Surkhet district, issues, challenges and problems overwhelmed around ELT in community-based schools, strategies to enhance the competence and performance of teachers towards ELT for pedagogical recommendation and implication. From the close observation of some schools and teachers’ class and official data related to ELT achievement, this article suggests that creati

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Ghanbari, Abolfazl, and Fatemeh Zare. "The Effectiveness of Mentoring in ELT Context." Studies in Educational Management 6 (August 2020): 32–48. http://dx.doi.org/10.32038/sem.2020.06.03.

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In their beginning stages of learning, the teachers require more practical ideas on how to choose and behave effectively to be a successful teacher. Accordingly, the purpose of this study was to investigate the effectiveness of mentoring as a tool for aiding teachers’ development and teacher’s portfolio assessment of the teaching skills of Iranian ELT teachers. Classroom observation via a checklist and an interview was used to examine the effectiveness of mentoring in the Iranian ELT context. The findings indicated the effectiveness of mentoring in teachers' teaching skills and some of its sho

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Paneru, Narendra Raj. "Humanizing English Language Pedagogy: A Case Study of Kathmandu Valley School in Nepal." AMC Multidisciplinary Research Journal 4, no. 1 (2025): 38–53. https://doi.org/10.3126/amrj.v4i1.78675.

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This paper highlights the prevailing practices of dehumanized ELT pedagogies in Nepal, with a special focus on issues like cultural insensitivity, language hegemony, rote learning strategies, teacher-centered approaches, non-differentiation of teaching, and limited authentic language use. Employing the generic qualitative approach, this study used tools such as interviews, observations, and focus group discussions with purposively selected six English language teachers and eight students from six schools in Kathmandu Valley to retrieve data to explore the issues of dehumanization and humanizin

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Suwartono, Tono, and Nina Fivi Oktavia. "Option-based tasks: an effort to encourage the EFL students to learn." LEKSIKA 13, no. 1 (2019): 46. http://dx.doi.org/10.30595/lks.v13i1.4103.

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Teaching is to create environment for students to learn. However, there are times when students become reluctant to learn. One reason is the given learning tasks are irrational. A good example in the ELT context is a common reading comprehension class in which the teacher gets the students to produce oral or written answers to a series of ‘wh’ questions that follow a reading passage. It is too demanding. This paper aims to propose EFL learning tasks that adopt (or adapt) option-based techniques in an attempt to facilitate students’ learning. The paper begins with the rationale behind the adopt

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Aditama, Madya Giri, and Prasetyawan Aji Sugiharto. "Implementation of 5M Strategy in Distance Learning of English Language Teaching (ELT)." EDUTEC : Journal of Education And Technology 5, no. 1 (2021): 78–88. http://dx.doi.org/10.29062/edu.v5i1.239.

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English Language Teaching (ELT) in Indonesia faced crucial time during Covid-19 pandemic period. In the distance learning process of ELT, teachers face difficulties in doing teaching learning process. 5M strategy helped teachers to maximize their relationship with students and parents in order to create an essential teaching learning activity, the objectives of this study are “Classifying the 5M strategy applied by the teacher in Distance Learning of ELT” and “Describing the example method of each strategy used by teacher in Distance Learning of ELT process”. The study employed qualitative app

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Xu, Yidie, and Fan Fang. "Bridging Language Policy and English Language Teaching in the Chinese Context:." Crossings: A Journal of English Studies 13, no. 2 (2022): 161–74. http://dx.doi.org/10.59817/cjes.v13i2.457.

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With the increasing role of English as a global language, teaching and learning of that language have become a focal point of instruction around the world. Against this background, China has followed the global trend of implementing various language-related policies and practice decisions. This conceptual paper first provides a brief historical overview of language policy in the Chinese context. Given the importance of compulsory education and tertiary education in China, this article links the previous language policy to the recent development of the Double Reduction policy and English as a m

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Pham, Quang Ngoc. "The Role of Culture in English Language Teaching: A Qualitative Study." Global Journal of Arts Humanity and Social Sciences 5, no. 3 (2025): 281–84. https://doi.org/10.5281/zenodo.15020163.

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<em>The role of culture in English Language Teaching (ELT) is pivotal in shaping learners' communicative competence and intercultural awareness. This study explores how cultural elements influence language acquisition and teaching strategies, focusing on teachers' perceptions and students' experiences. Using a qualitative research methodology, including interviews and classroom observations, the study examines the integration of cultural content in ELT curricula. Findings reveal that culture significantly enhances language learning by providing context, fostering motivation, and improving ling

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Insuk Han. "Evaluating the Quality of Research on Problem-based Learning in Korean English Classrooms." Forum for Linguistic Studies 6, no. 3 (2024): 813–23. http://dx.doi.org/10.30564/fls.v6i3.6637.

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Alongside the increasing concern of the Korean state in preparing for the 4th Industrial Revolution (4IR) era, Korean national (English language) curricula are being reconstructed to educate students about criticality, creativity, communication, and collaboration. Problem-based learning (PBL) is one of the effective pedagogical approaches to facilitate these competencies alongside different disciplines including English language competency. Thus, teachers and teacher educators in Korean English language teaching (ELT) need quality-assured research cases that address PBL-based ELT programmes in

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Hashmi, Uzma M., Hussam Rajab, and Sayyed Rashid Ali Shah. "ELT During Lockdown: A New Frontier in Online Learning in the Saudi Context." International Journal of English Linguistics 11, no. 1 (2020): 44. http://dx.doi.org/10.5539/ijel.v11n1p44.

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This study explores pedagogical challenges pertaining to the new online English Language Teaching (ELT) practices that emerged due to the covid-19 pandemic outbreak and the subsequent worldwide lockdown. Based on an explanatory sequential, mixed methods, descriptive research design, quantitative and qualitative data from 265 English as a Foreign Language (EFL) teachers in the Saudi context were collected by utilising a custom designed, twenty-two items on a psychometric five-point Likert items, open-ended questions, and a questionnaire. The quantitative data were statistically analysed using S

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Firman, Firman, Iskandar Abdul Samad, and Kismullah Abdul Muthalib. "Bridging Tradition and Innovation: English Language Teaching Methodologies at IAI Al-Aziziyah." Jurnal Pendidikan Bahasa Inggris undiksha 13, no. 1 (2025): 87–94. https://doi.org/10.23887/jpbi.v13i1.90887.

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This study explores English Language Teaching (ELT) methodologies at IAI Al-Aziziyah Islamic Institution, addressing the methods used, adherence to pedagogical criteria, and challenges in implementation. Employing a qualitative case study design with in-depth interviews involving four lecturers, the research revealed significant reliance on traditional approaches, particularly the Grammar-Translation Method (GTM), for teaching grammar and vocabulary. While contemporary methodologies like Communicative Language Teaching (CLT) and Content-Based Instruction (CBI) were adopted to some extent, thei

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Ajmal, Muhammad, Saira Maqbool, Martina Pavlikova, Sohaib Alam, and Sameena Banu. "Investigating Teacher-Student Emotional Dynamics in English Language Teaching: Examining Co-Regulation Techniques and Their Impact on Learning Outcomes." World Journal of English Language 15, no. 3 (2024): 215. https://doi.org/10.5430/wjel.v15n3p215.

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The main objective of this research is to explore the role of teacher-student emotional dynamics within the context of English language teaching. Co-regulation refers to the ability of one person to help another person regulate their emotions and behavior. In the context of the classroom, this means that teachers and students can work together to create a conducive environment where everyone can learn. This study explores how different methods of co-regulation used by English language teachers affect learners’ feelings, motivation levels, and academic achievement in English lessons. They inclu

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Anwar, Choiril, Hartono Hartono, and Fatih Yavuz. "Integrating technology into English language teaching at Indonesian high schools: Teachers’ reflections." Studies in English Language and Education 12, no. 2 (2025): 809–26. https://doi.org/10.24815/siele.v12i2.41868.

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English Language Teaching (ELT) is something that has changed dramatically in recent times due to technology. Even though it could potentially reshape ELT, appropriate implementation remains a challenge for most teachers who are often uncertain as to how to use technology to improve learning. This article looks into the experiences and reflections of Indonesian high school English teachers integrating technology into their ELT pedagogical practices, from making lesson plans, having classroom activities, to setting up the assessment. Quantitative and qualitative data were collected and analyzed

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Kicha, Leni, Tini Mogea, and Nihta V. F. Liando. "Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia)." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 3529–43. http://dx.doi.org/10.33487/edumaspul.v7i2.6978.

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The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the p

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Ivone, Francisca. "JALT2024 Balsamo Asian Scholar: Excelling With Technology in ELT by Embracing Diversity and Innovations." Language Teacher 48, no. 5 (2024): 20–21. http://dx.doi.org/10.37546/jalttlt48.5-5.

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As an academic interested in teaching English using technology and researching its use in English language teaching, I find the future of technology in ELT enthusing but daunting. Today’s era is the most unpredictable and dynamic for technology in all aspects of human life including ELT. The rate of change can make us feel excited but also overwhelmed. New AI-driven tools, applications, and gadgets allow for automating administrative and pedagogical tasks, innovative content creation, and more personalized learning. However, with this development comes implications that must be dealt with prom

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Eka Fajar Rahmani, Dwi Riyanti, Jecky Misieng, and Alexander K. Sayok. "A Review on Synchronous, Asynchronous, and Blended Learning on ELT in Indonesian Context." JEELS (Journal of English Education and Linguistics Studies) 11, no. 1 (2024): 223–60. http://dx.doi.org/10.30762/jeels.v11i1.2326.

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This study analyzes Indonesian EFL teachers' synchronous, asynchronous, and blended learning implementation during the Covid-19 pandemic. Numerous articles have been published this trend. Unfortunately, the early search only found implementation or student/teacher perspectives research. One-article works on other learning modes are preferable. Thus, using PRSIMA's Systematic Literature Review (SLR) design, the researchers chose 32 of 82 related papers from qualified publications approved by SINTA 1, 2, and 3. The study addresses six key points: implementation of the three learning modalities,

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Talukder, Md Jobaar, and Liton Baron Sikder. "Problems, Challenges and Prospects In Integrating ICT In English Language Teaching: Bangladesh Perspective." Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa 2, no. 2 (2024): 336–50. http://dx.doi.org/10.61132/yudistira.v2i2.721.

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This research paper explores the integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) within the context of Bangladesh. The study delves into the various problems and challenges that educators face while incorporating ICT tools into ELT practices. It examines factors such as limited access to technology, inadequate digital literacy among teachers and students, and infrastructural constraints. The paper also highlights the potential benefits and prospects of utilizing ICT in ELT, including enhanced engagement, interactive learning opportunities, and e

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Palandi, Jozua F., and Zusana E. Pudyastuti. "SYSTEMATIC LITERATURE REVIEW ON THE METHODS OF INTERACTIVE ENGLISH LANGUAGE TEACHING USING DIVERSE ONLINE PLATFORMS." SEAQIL Journal of Language Education 2, no. 2 (2023): 104–16. http://dx.doi.org/10.70046/sjle.2.2.104-116.

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Embracing technology in teaching English has become a necessity following the rapid growth of technology, including the mushrooming of the use of e-learning in the ELT context. It has been known that a conventional classroom facilitates and enhances interactive language teaching effectively since the students can communicate with their teacher and classmates through face-to-face meetings. In the era of e-learning, developing interactive language teaching has become a challenge for English teachers. Because e-learning requires students to be more independent, they do not have to study in class

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Arystanbayeva, Gaziza. "Navigating the Linguistic Labyrinth: Innovative Approaches in English Language Teaching for the 21st Century." Eurasian Science Review An International peer-reviewed multidisciplinary journal 2, no. 1 (2024): 145–55. http://dx.doi.org/10.63034/esr-65.

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The rapid advancements in technology and globalization have transformed the landscape of English language teaching (ELT) in the 21st century, presenting both challenges and opportunities. This article explores innovative approaches in ELT that respond to the diverse needs of learners in this digital age. With the linguistic landscape becoming increasingly complex, traditional methodologies no longer suffice to equip learners with the requisite competencies for effective communication in a global context. This paper reviews the integration of technology in ELT, emphasizing blended learning, mob

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qizi, Gafurova Robiya Nasim. "Integrating Grammar and Discourse: A New Approach to Language Teaching." American Journal Of Social Sciences And Humanity Research 5, no. 5 (2025): 195–97. https://doi.org/10.37547/ajsshr/volume05issue05-49.

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Discourse competence plays a crucial role in English Language Teaching (ELT) as it forms the foundation for effective communication and language learning. It encompasses the ability to construct coherent and cohesive discourse, understand text features, apply construction strategies, and possess knowledge of academic writing. Developing discourse competence aids in mastering academic writing, enhancing communicative skills, and understanding language structures in context. Furthermore, integrating media-discursive competence into learning materials can improve students' conversational skills a

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Hafidurrahman, Moh. "Innovation in English Language Teaching: The Implementation of Digital Technology in the Classroom." Indo-MathEdu Intellectuals Journal 5, no. 6 (2024): 7004–16. http://dx.doi.org/10.54373/imeij.v5i6.2042.

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The rapid advancement of technology has transformed various sectors, including education. The journal explores the integration of digital technology in English language instruction (ELT), highlighting its impact on classroom dynamics, student engagement, and overall learning outcomes. This article also discusses the challenges and strategies of effective implementation, providing recommendations for educators aiming to integrate digital technologies that have transformed English language instruction (ELT) by introducing innovative tools that enhance classroom engagement, personalize the learni

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Irfan, Humaira, Nurah Alfares, Syeda Rabia Tahir, and Maya Khemlani David. "Enhancing Critical Thinking in English Language Teaching (ELT) Programs: A Comparative Study of Higher Education in Pakistan and Saudi Arabia." World Journal of English Language 15, no. 5 (2025): 422. https://doi.org/10.5430/wjel.v15n5p422.

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Critical thinking is often considered essential for improving the quality of higher education and fostering student success, especially within the context of English Language Teaching (ELT). This qualitative and reflective study aims to evaluate the integration of critical thinking skills within ELT programs by examining program specifications and the reflections of faculty members and students from Pakistan and Saudi Arabia. The research specifically investigates how course structures and curriculum design promote critical thinking in ELT, while also exploring faculty perceptions of its role

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Vardanyan, Anichka. "BALANCING PERSONALISED LEARNING WITH THE DOGME ELT FRAMEWORK FOR DEVELOPING COMMUNICATIVE SKILLS: A CASE STUDY IN ARMENIAN CLASS." Annali d'Italia 67 (May 29, 2025): 26–31. https://doi.org/10.5281/zenodo.15544645.

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In the evolving landscape of language learning and teaching, it is of high relevance to use methods that not only foster effective language acquisition but also engage students by addressing their individual needs and interests. This study explores the integration of Dogme ELT (Teaching Unplugged) and personalized learning strategies within an English as a Foreign Language (EFL) context, aiming to increase student engagement, communicative competence, and motivation in shaping their own learning track. By blending these approaches, the research examines how a dynamic, learner-centered environm

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Waloyo, Edy, Sri Lestari, and Ira Mutiaraningrum. "Exploring Studies on Cooperative Principle in English Language Teaching: A Literature Review." Metathesis: Journal of English Language, Literature, and Teaching 7, no. 1 (2023): 17–30. http://dx.doi.org/10.31002/metathesis.v7i1.157.

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The zeitgeist of studying CP has attracted scholars, particularly in Indonesia, to scrutinize its application in the ELT context. Previous studies endeavor to approach CP in the ELT through examining classroom interaction and maxim violation and flouting. Yet, limited studies have been attempted to deeply delineate and unravel its implication to culture and the online learning environment. Tapping further into the application of CP in an online learning environment may paint a rosy picture of how people cooperate in an online environment to avoid misunderstanding. This study also suggests an a

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Dr. Adappatu Ancy Antony and V. Santhi. "Utilizing Disney Movies to Enhance English Language Teaching." International Research Journal on Advanced Engineering and Management (IRJAEM) 2, no. 11 (2024): 3295–99. http://dx.doi.org/10.47392/irjaem.2024.0486.

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This study investigates the use of Disney movies as an innovative tool to enhance English Language Teaching (ELT). Disney movies, with their engaging narratives and rich linguistic content, provide an authentic context for language learning. The research examines the effectiveness of these films in improving language skills among non-native English learners. Using a mixed-methods approach, the study explores the impact of Disney movies on vocabulary acquisition, listening comprehension, and cultural awareness. Results indicate that incorporating Disney movies into ELT can significantly enhance

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Azizah, Rizki, Aninda Shinta, Endang Fauziati, and Koesoemo Ratih. "Connectivism Practice in English Language Teaching (ELT): Teachers' Perception on Benefits and Challenges." Journal of International Multidisciplinary Research 2, no. 8 (2024): 12–22. http://dx.doi.org/10.62504/jimr810.

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Connectivism provides abundant enchanting experiences in ELT context due to the benefits that it offers. However, as the practice requires technology integration, physical, and psychological readiness, teachers discover challenges upon the implementation. This study aims at investigating the benefits and challenges of the practice in ELT context. Through content analysis qualitative study, the study attains the targeted exploration. 5 experienced English teachers are selected to conduct semi-structured interviews. The data were analyzed and reviewed by the researchers and experts for affording

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Suoth, Aprillya Alwien, Ceisy N. Wuntu, and Olga A. Rorintulus. "The Effectiveness of Using Novels in Learning Process to Improve the English Language Skills: A Systematic Review." Journal of English Language Teaching, Literature and Culture 2, no. 1 (2023): 84–95. http://dx.doi.org/10.53682/jeltec.v2i1.6250.

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In this era of technology, it helped us to easily get the other interesting learning media when the textbook become bored, especially through this pandemic of Covid 19. Most of learners want improvement of their language skills in their learning process, novel could be the interesting and powerful booster. This systematic review aims to examine the effectiveness of using novels in learning process to improve the language skills in English with showed the benefit and the weakness or problem that may encounter while using novel, and also the solution to optimize the use of novel in learning proc

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Mufit, Senel Samsun. "Investigating the relationship between multiple intelligences and perceptual learning styles of turkish ELT students." i-manager’s Journal on English Language Teaching 12, no. 1 (2022): 1. http://dx.doi.org/10.26634/jelt.12.1.18288.

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This paper outlines an attempt to research the relationship between the multiple intelligence levels and the learning styles of Turkish English Language Teaching (ELT) students at a state university in Turkey. In this present study, 143 students took part at different grades. Data were collected by two different instruments, one of which was a "Perceptual Learning Style Preference Questionnaire" and the second one was "Multiple Intelligence Domains Evaluation Scale". The results of the data analyses revealed that the visual-spatial intelligence and visual learning style were the most dominant

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Pasha, Nariza Ayu, Bambang Widi Pratolo, and Iin Inawati. "Voices on Instagram Usage in English Language Teaching: A Systematic Review." Ahmad Dahlan Journal of English Studies 10, no. 2 (2024): 78–88. http://dx.doi.org/10.26555/adjes.v10i2.516.

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    In this digital era, Instagram is growing rapidly not only as social media but also as an educational platform, especially in English language teaching and learning. Research investigating further Instagram usage in English language teaching and learning through the systematic review is still scarcely reported. The purpose of this study is to investigate and synthesize the contribution of previous research (2017-2022) related to Instagram usage and its advantages in the ELT context. Several studies were found on the Sinta, ERIC, and Google Scholar databases. 25 arti

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Hassim, Siti Hajar, and Azlina Abdul Aziz. "Using Soleh English (SE) Teaching Materials with The Integration of Cultural and Islamic Values: Islamic Preschool Teachers’ Voices." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (2021): 178–90. http://dx.doi.org/10.47405/mjssh.v6i4.733.

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English Language Teaching (ELT) materials are significant as tools in facilitating a second language teaching and learning including for preschool level. Also, it is necessary for teachers to opt for appropriate ELT materials which encompass cultural and local identity to generate a meaningful and relatable context of teaching and learning. Nonetheless, most of the materials currently available for preschool education in the publishing market are foreign and therefore little focus on local context. It is more evident in Islamic preschools, as the ELT materials need to be infused with Islamic v

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Gilmore, Alex. "Research into practice: The influence of discourse studies on language descriptions and task design in published ELT materials." Language Teaching 48, no. 4 (2015): 506–30. http://dx.doi.org/10.1017/s0261444815000269.

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Discourse studies is a vast, multidisciplinary, and rapidly expanding area of research, embracing a range of approaches including discourse analysis, corpus analysis, conversation analysis, interactional sociolinguistics, critical discourse analysis, genre analysis and multimodal discourse analysis. Each approach offers its own unique perspective on discourse, focusing variably on text, context or a range of semiotic modes. Together, they provide foreign language teachers and material designers with new insights into language, and are beginning to have an observable impact on published English

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